8

Lesson Exemplar
Quarter
Quarter 4
Lesson 1
1
Lesson

for Science 1

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 8
Quarter 4: Lesson 1 of 8 (Week 1)
SY 2025-2026

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2025-
2026. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or
utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain
permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over
them.

Development Team

Writer:
 Al B. Besmonte (Bicol University)

Reviewed and Revised:

 Jessa V. Logronio (Silliman University)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
SCIENCE (PHYSICS) /4th QUARTER/ GRADE 8

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content 1. Forces cause objects to accelerate.

Standards 2. An object is accelerating if the magnitude and/or direction of its velocity changes.
3. Kinetic energy is the energy of movement, and potential energy is stored energy.
4. As an object falls from a height its energy is conserved because its potential energy is transformed to kinetic
energy.
5. The resources of the Philippines provide many benefits to its people and their activities.

B. Performance By the end of the Quarter, learners demonstrate understanding of the technical meaning of acceleration and apply
Standards their understanding to everyday situations involving motion. They represent and interpret acceleration in distance-
time and velocity-time graphs to make predictions about the movement of objects. Learners link motion to kinetic
energy and potential energy and explain transformations between them using everyday examples. Learners relate
understanding of kinetic energy and potential energy to an appreciation of the hydro-electric resources of the
Philippines for the generation of electricity for use in homes, communities, and industries. They use scientific
investigations to explore the properties of light and apply their learning to solving problems in everyday situations.

C. Learning Learning Competency 1: The learners identify that forces cause objects to accelerate, and that acceleration of
Competencies an object is its rate of change of velocity.
and Lesson Objective 1: Recognize and name the forces that lead to the acceleration of objects.
Objectives Lesson Objective 2: Define acceleration as the rate of change of an object’s velocity.
Lesson Objective 3: Calculate acceleration based on a change in velocity over time.

Learning Competency 2: The learners observe and describe examples of accelerating objects at school and in
the local community, including objects that show uniform circular motion.
Lesson Objective 1: Identify and describe examples of objects accelerating at school and community.
Lesson Objective 3: Differentiate uniform and non-uniform acceleration

D. Content Acceleration
 Acceleration is the rate at which an object's velocity changes, either in magnitude or direction.
 Acceleration can be constant or changing, depending on whether an object's velocity changes by a constant
amount or varies over time.
 Linear acceleration occurs when an object moves in a straight line and changes speed, while curvilinear
acceleration is observed in non-linear motion, like circular paths.

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  Acceleration is caused by an unbalanced force acting on an object.
, where a is acceleration, △v is the change in velocity,
△v
 Acceleration is mathematically expressed as a=
and △t is the change in time. This equation highlights how acceleration relates to change in speed.
△t

 Acceleration is either positive, when a moving object is speeding up, or negative when an object is slowing
down or decelerating.
 Common examples include a car accelerating on a flat road at a constant rate and a block sliding on a
horizontal surface with a constant force.
 Uniform acceleration is experienced by a moving object with a velocity that changes at a constant rate,
meaning its speed or velocity increases or decreases by a constant amount in equal intervals of time.
 Non-uniform acceleration is the acceleration of an object that is not constant over time. It means that the
velocity does not change by a constant amount in equal intervals of time.

E. Integration Road safety: Sudden acceleration or deceleration can lead to loss of control and potential accidents. Drivers of cars,
jeepneys, tricycles, and other local vehicles must take proper precautions and not have a sudden change in velocity
by speeding up, slowing down, or turning.

II. LEARNING RESOURCES

 Admin. (2022, October 10). Vector and Scalar Quantities - Definition and Examples. BYJUS. https://byjus.com/maths/what-are-
vector-and-scalar-quantities/
 AFP. (n.d.). Philippine Jeepney. gulfnews.com. https://tinyurl.com/yckbpudd
 Department of Education. (2023). MATATAG Curriculum in Science. DepEd Complex, Meralco Avenue, Pasig City, Philippines.
 Hendrickse, M. (2018, March 10). Physical Science. Pinterest. https://ph.pinterest.com/pin/485685141057404348/
 File:Carabao Racing.jpg - Wikimedia Commons. (2018, June 24). https://commons.wikimedia.org/wiki/File:Carabao_Racing.jpg
 Hewitt, P. (2006). Conceptual physics : the high school physics program (10th ed.). Pearson Prentice Hall.
 Hewitt, P. G., Suchocki, J., & Hewitt, L. A. (2012). Conceptual Physical Science. Addison Wesley Longman.
 Infinity Learn NEET. (2017, May 18). Physics - What is Acceleration | Motion | Velocity | Infinity Learn NEET [Video]. YouTube.
https://www.youtube.com/watch?v=vxFYfumAAlY
 Miller, M. (2022, August 17). 30+ FREE PowerPoint education templates + how to make them. Ditch That Textbook.
https://ditchthattextbook.com/powerpoint-templates/
 National Geographic. (2011). The Sciencebook: Everything You Need to Know about the World and how it Works. National
Geographic Books.
 Pabellon, J. and Tubal, G. (2000). Science and technology for a better life (3rd ed.). Makati City: Diwa Scholastica Press Inc.
 Vipin. (2024, January 18). Uniform and non-uniform acceleration. Infinity Learn by Sri Chaitanya.

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 https://infinitylearn.com/surge/class-9/physics/motion/uniform-and-nonuniform-acceleration/
 What is acceleration? (article) | Khan Academy. (n.d.). Khan Academy. https://www.khanacademy.org/science/physics/one-
dimensional-motion/acceleration-tutorial/a/acceleration-article

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating DAY 1 Start the lesson by presenting

Prior Activity 1.1: Picture Analysis (10 minutes) the two pictures that involve
Knowledge motion with a changing speed.
You can choose different pictures
Picture A Picture B
that students are familiar with.

Display each picture on the

projector or TV and ask students
the guide questions.

Discuss their responses, review

uniform motion, discuss that
change of velocity is necessary,
and introduce the concept of
acceleration.

KEY to Activity 1.1

1. I observe a jeepney full of
Picture link: https://commons.wikimedia.org/wiki/ Picture link: https://bit.ly/458PKvC passengers in picture A and a
carabao running in picture B.
Guide Questions: 2. I think the speed of the
1. What do you observe in pictures A and B? jeepney and the carabao is
changing.
2. What do you think is happening to the speed of the objects (jeepney and
carabao with a cart) in the pictures? 3. The jeepney is slowing down
because of the weight of the
3. What might be causing their change in speed?
passengers. The carabao is
speeding up because the
rider hits it.

B. Establishing 1. Lesson Purpose Establish the lesson purpose

Lesson Activity 1.2: Think-Ink-Pair-Share about Acceleration (10 minutes) through the Think-Pair-Share
Purpose Ask students to answer the following questions in their notebook or learning Activity. Discuss students’

3
activity sheet. When they’re done, tell them to share their answers with a answers and guide them to
partner, preferably their seatmates. recognize the importance of
changing speed, direction, or
both.
1. When you travel from home to school, do you experience uniform motion
(traveling at a constant speed) or a motion with changing speed? KEY to Activity 1.2 (possible
answers)
1. When I travel from home to
school, I experience a motion
with changing speed as the
vehicle I am riding speeds up,
slows down, changes
direction, and stops at some
https://pixabay.com/vectors/speedometer point.
2. If vehicles could not change
2. What do you think will happen if the vehicles we ride cannot change their their speed or direction,
speed and direction? accidents, traffic congestion,
3. Aside from safety, think of another purpose for changing speed, and chaos would increase. It
direction, or both. would make navigating roads,
stopping, and responding to
THINK OF THIS! emergencies impossible,
What makes a roller coaster ride exciting? compromising safety and
practicality.
3. Changing speed and direction
Most people will say that speed makes a roller enhances the thrill and
coaster ride exciting, but that is not true. If it enjoyment of rides in an
amusement park. Roller
is, people would rather ride in a car at a
coasters and other attractions
particular speed. The reason why a roller rely on variations in speed
coaster ride is exciting is because of the and direction to create
change in speed. The motion of slowing down excitement, simulate different
and speeding up makes it exciting, which is the concept of acceleration. experiences, and keep the
rides engaging for visitors.
You can ask your students who
among them who have
experienced riding a roller
coaster. Remind them of the
precautionary measures in riding
amusement rides.

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C. Developing Subtopic 1: Definition of Acceleration Before discussing the uniform
and Deepening 1. Explicitation circular motion concepts, show
Understanding Class Discussion (35 minutes) the YouTube video about
Video Presentation: acceleration.
Physics - What is Acceleration | Motion | Velocity | Infinity Learn
You can use the link or the QR
NEET code below to access the video
Guide questions: on YouTube:
1. Is a car in uniform motion accelerating?
2. What does acceleration mean?
3. When can we say that an object is accelerating?

Acceleration
 Is a vector quantity
 Rate of change in velocity (speed + direction) over a period of time https://bit.ly/
 Since the discussion is limited to rectilinear or straight-line motion, 3X4XU6e
acceleration would mean a change in speed rather than a change in
direction If you can’t project the video,
 Uniformly accelerated motion – happens when velocity is changing proceed to the discussion.
at a fixed/constant rate
Conduct an interactive discussion
about acceleration. Use the
questions below as your guide.
Note: This lesson is for
rectilinear or one-dimensional
motion. When the direction is not
specified, the moving objects are
The acceleration formula can be rearranged to solve for other variables, such assumed to maintain their
as direction.
final speed (vf), initial speed (vi), and time (t).
Final Velocity (Vf) Initial Velocity (Vi) Time (t) is missing 1. Is a car in uniform motion
is missing is missing accelerating?
v f =at + v i v i=v f −at v f −v i Uniform motion is a type of
t= motion wherein an object
a travels in a straight path at a
constant speed, which means
An object is accelerating in the following conditions: that the speed is not
a. There is a change in speed but no change in direction. changing. You learned that
b. There is no change in speed, but there is a change in direction one of the instances for an
object to accelerate is there
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 c. Both speed and direction are changing. must be a change in speed.
Picture link: https://bit.ly/4c8myqN Therefore, a car in uniform
motion is not accelerating.
2. What does acceleration
mean?
Acceleration is the name we
give to any process where
the velocity changes. Since
velocity is a speed and a
direction, there are only two
ways to accelerate: change
your speed or direction—or
change both.
If you’re not changing your
speed and direction, you are
not accelerating—no matter
how fast you’re going.
3. When can we say that an
Examples of acceleration: object is accelerating?
An object accelerates if it has
 A car accelerating on a highway.
a change in speed, direction,
 An apple falling from a tree.
or both.
 A sprinter is starting a race. 4. What is the difference
 A roller coaster descending rapidly. between acceleration and
deceleration?
DAY 2 A positive value for
2. Worked Example acceleration shows
Steps to solve word problems: speeding up, and a
1. Read and understand the problem. negative value for
acceleration shows slowing
2. Identify what is known (given values) and unknown (what is required).
down. Slowing down is also
3. Determine the formula to use in computing the unknown. called deceleration.
4. Substitute the given values in the formula. 5. Give examples of situations
5. Write the final answer using the correct unit of measure. with objects that are
Note: Round off your answers to two decimal places. accelerating. (Solicit answers
from all students if possible.)

Before proceeding to the next

part of the lesson, make sure
that students understand

6
 Activity 1.3: Exploring Acceleration Through Problem-Solving acceleration's meaning and
(20 minutes) distinguish it from speed or
Sample Problem 1: A jeepney changes its velocity from 17 m/s to 23 m/s velocity.
for 5 seconds. What is the acceleration of the jeepney during the 5-second
Reinforce students’
interval?
understanding of acceleration by
solving motion problems. Guide
Given: Required: Formula: them in using the acceleration
vi = 17 m/s a= ? v f −vi formula.
vf = 23 m/s a=
t
t=5s Solve the three sample problems
Solution: on the board with the students
m m m following the problem-solving
23 −17 6 steps. Remind them that
a= s s = s problem-solving is an essential
5s 5s scientific skill, and they need to
a =1.2 m/s2 pay attention to details and
Answer: The jeepney’s acceleration is 1.2 m/s 2. correct steps. Emphasize that we
also need to use the correct units
for the quantities involved.
Sample Problem 2: A car accelerates at a rate of 3.0 m/s 2. If its initial
velocity is 8.0 m/s, how many seconds will it take the car to reach a final Review the System International
velocity of 25.0 m/s? (SI) units of quantities involved in
the computations.
Given: Required: Formula: Quantity Symbo SI unit
a = 3.0 m/s2 t= ? v f −v i l
vi = 8.0 m/s t= Time t Second (s)
a Initial vi Meter/
vf = 25.0 m/s
velocity second
Solution:
(m/s)
25.0 m/s−8.0 m/s 17.0 m/ s
t= 2
= 2
Final vf Meter/
3.0 m/s 3.0 m/s velocity second
(m/s)
t=¿5.67 s Acceleration a Meter/
Answer: It takes 5.67 s for the car to accelerate from 8.0 m/s to second2
(m/s2)
25.0 m/s at a rate of 3.0 m/s2.
Acceleration
Simplifying the units:

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 Sample Problem 3: An LRT train accelerates from rest at 1.25 m/s². What 1. Simplify the m
will be its final velocity after 20 seconds? complex fraction. s
s
Given: Required: Formula: 2. Multiply the m 1
a = 1.25 m/s2 vf = ? v f =a t+ v i numerator (m/s) by x
vi = 0 m/s (starts from
s s
the reciprocal of the
rest) denominator (1/s).
t = 20 s 3. Combine the same m
Solution: unit (s and s in the 2
denominators). s
vf = (1.25 m/s² x 20 s) + 0 m/s) = 25 m/s + 0 m/s = 25 m/s

Simplify the unit by canceling s and s in the numerator and Time

Simplifying the unit:
denominator.
m
1. Simplify the m
s complex fraction. s
2
s
m m
= s2
s
2. Multiply the m s
2
numerator (m/s) x
Answer: The train’s final velocity is 25 m/s. s m
by the reciprocal
of the denominator
3. Lesson Activity (1/s).
Activity No. 1.4: Acceleration Challenge Carabao Race 3. Cancel the s
(35 minutes) same unit (m and
m and s and s in *One s is
the numerators left from
and s2.
denominators).

For Activity No. 1.4:

1. Prepare the carabao race field on
the board, the carabao icons of
each group, and three copies of
each of the four word problems
they will solve.
2. Divide the class into three teams.
Note: If you have more students,
you can group them into 4 or 5

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 groups so each group has ten
Word Problems: maximum members. Make sure
1. A student was walking at a speed of 2 m/s when a dog started chasing him. to provide one carabao icon to
In a panic, he sprinted as fast as he could, reaching a speed of 7 m/s over a 4- each group.
second interval. What was his acceleration during that time interval?
3. Each team is provided a copy of
the first problem but should wait
Given: Required: Formula: to open it until the teacher gives
vi = 2 m/s a= ? v f −vi the signal. Once the teacher
vf = 7 m/s a= signals, teams open their
t
t=4s selected problem and work
Solution: together to answer it. When
m m m they’re done, they should show
7 −2 5 their correct answer and solution
a= s s = s to the teacher to proceed to the
4s 4s next problem. Each time they get
a =1.25 m/s2 the correct answer, the teacher
Answer: The student’s acceleration is 1.25 m/s 2. will move their carabao icon to
the next box in the racing field.
4.
2. A tricycle is moving at 8 m/s. It decelerates and comes to a stop in 5 5. The first team to correctly answer
seconds. Calculate the acceleration of the tricycle. all four word problems and cross
the finish line wins the race.
Given: Required: Formula:
vi = 8 m/s a= ? v f −vi
vf = 0 m/s (it stops) a=
t
t=5s
Solution:
m m m
0 −8 −8
a= s s = s
5s 5s
a = - 1.6 m/s2
Answer: The tricycle’s acceleration is - 1.6 m/s 2.
Focus on one of the problems in
3. A pedicab starts from rest and accelerates at 2 m/s². How long will it take to the previous activity. Ask
reach a final velocity of 6 m/s? students to examine the change
in motion per second in the
Given: Required: Formula: situation.

9
 a = 2 m/s2 t= ? v f −v i
vi = 0 m/s t=
a
vf = 6 m/s
Solution:
6 m/s−0 m/s 6 m/s
t= 2
= 2
2 m/s 2m/ s

t=¿3 s
Answer: It takes 3 s for the pedicab to accelerate from 0 m/s to 6
m/s at a rate of 2 m/s2.

4. During a race in Palarong Pambansa, an athlete accelerates at 1.5 m/s² from

an initial velocity of 3 m/s. What will be his final velocity after 4 seconds?

Given: Required: Formula:

a = 1.5 m/s2 vf = ? v f =a t+ v i
vi = 3 m/s
t=4s
Solution:
vf = (1.5 m/s² x 4 s) + 3 m/s) = 6 m/s + 3 m/s = 9 m/s Present to them a table that
Answer: The train’s final velocity is 9 m/s. shows an athlete’s velocity, time
of motion, and acceleration.
Before presenting the complete
DAY 3 data in the table, ask them to
Subtopic 2: Uniform and Non-Uniform Acceleration provide the velocity and
1. Explicitation acceleration at 1 s, 2 s, 3 s, and 4
Activity 1.5: Situation Analysis of Motion with Uniform s.
Acceleration
(15 minutes)

During a race in Palarong Pambansa, an athlete accelerates at 1.5 m/s²

from an initial velocity of 3 m/s. The time taken is 4 seconds.
KEY to Activity 1.5
Table 1. Velocity, Time, and Acceleration of an Athlete 1. The athlete’s change of
Velocity Time Acceleration velocity is 1.5 m/s every
second for four seconds. It is

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 3 m/s 0 _ the same change every
2 second.
4.5 m/s 1s a = (4.5 m/s – 3 m/s)/1 s = 1.5 m/s 2. We say that a moving object’s
6 m/s 2s a = (6 m/s – 4.5 m/s)/1 s = 1.5 m/s2 acceleration is uniform when
7.5 m/s 3s a = (7.5 m/s – 6 m/s)/1 s = 1.5 m/s2 its velocity changes by the
same amount at equal
9 m/s 4s a = (9 m/s – 7.5 m/s)/1 s = 1.5 m/s2 intervals of time.
3. Possible examples:
Note: Use a one-second time interval to calculate acceleration.  A car speeds up by 2 km/h
every second.
Guide questions:
 A falling object
1. What do you notice with the athlete’s change of velocity every second accelerates at 10 m/s2.
for four seconds?
2. When can we say that a moving object has a uniform acceleration?
3. Give one example of an object or something that changes constantly in
our school or community.

2. Worked Example
Class Discussion (25 minutes)
Discuss the differences between uniform acceleration and non-uniform
acceleration.

Uniform Non-Uniform
Feature
Acceleration Acceleration
Velocity changes by the Velocity changes by different
Definition same amount in each equal amounts in equal intervals of
interval of time time
Consistent change in Irregular or non-consistent
Characteristics
velocity over time change in velocity over time
A car encountering traffic
Real-Life A car accelerating steadily
lights, resulting in changing
Example on a straight road
acceleration
KEY to Activity 1.6
Differences:
3. Lesson Activity Uniform Acceleration: The
Activity 1.6: Venn Diagram Construction about Uniform velocity of a moving object
Acceleration vs. Non-uniform Acceleration (15 minutes) changes by the same amount in

11
 Refer to learning activity sheet for students to accomplish. each equal interval of time

Non-Uniform Acceleration:
The velocity of a moving object
changes by different amounts in
equal intervals of time.

Similarities:
They both refer to acceleration.
They both describe motion with a
changing velocity.

D. Making DAY 4 Learners’ Takeaways

Generalization 1. Learners’ Takeaways KEY to Activity 1.7
s Activity No. 1.7: Tour in Albay, Bicol (In this part, you may refer to
Recall from Grade 7 Science the characters Sarig and Gayon. In their final Grade 7 worksheet.)
1. An object accelerates if it has
adventure, they aim to reach the Mayon Rest House and Planetarium. Both
a change in speed, direction,
characters travel by jeepney and keep in touch via mobile phones as they or both. For example:
journey around Albay. During their rides, Sarig and Gayon notice three a. When the driver stepped
instances affecting the motion of the jeepney. on the gas pedal, the
jeepney changed speed
1. Based on the observations of Sarig and Gayon, when can we say that an from 30 km/h to 40 km/h
object is accelerating? Give examples from the story. (Figure 1).
2. What causes the jeepney to accelerate? b. When the jeepney slowed
down from 20 km/h to 10
3. Why is it important to understand and recognize when an object is km/h.
accelerating? c. When the jeepney
changes direction while
2. Reflection on Learning turning a corner (Figure
Put your Thinking Caps On: Road Safety Connection 3).
Acceleration is usually associated with road accidents. Identify 2. The jeepney accelerates
three when the driver applies force
(3) situations wherein acceleration causes accidents on the on it by stepping on the
road. (Possible answers are given inside the parenthesis) brakes or the gas pedal and
by turning the steering wheel.
1. (Sudden Acceleration. A driver suddenly accelerates to overtake another 3. Knowing when and how
vehicle. This can cause the driver to lose control of the vehicle, especially if the objects accelerate helps in
road is slippery or the vehicle is not designed for such maneuvers.) ensuring safety, particularly
in transportation. For

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 2. (Acceleration Around Corners. A driver accelerates while making a turn, example, drivers need to be
which can cause the vehicle to skid or slide, especially on wet roads, leading to aware of acceleration and
loss of control and potential collisions with other vehicles or obstacles.) deceleration to avoid
accidents and ensure smooth
3. (Rapid Acceleration from a Stop. A driver rapidly accelerates from a stop and safe travel.
sign or traffic light. Rapid acceleration can catch other drivers or pedestrians
off guard, especially at intersections, leading to collisions.) Reflection on Learning
Conduct an oral recitation for this
activity after they write their
answers in their notebook.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment

Learning A. Identification. Write A if the situation shows that an object is ACCELERATING Answer Key:
and NA if it is NOT ACCELERATING. A.
1. A truck moving at a constant speed turns east. 1. A
2. A car parked in front of a mall. 2. NA
3. A jeepney slowing down. 3. A
4. A bicycle moving at a constant speed on a straight path. 4. NA
5. A runner slowing down after crossing the finish line. 5. A
B.
B. True or False. Write True if the statement is true; otherwise, write False. 1. True
1. An object accelerates when an unbalanced force is acting on it. 2. True
2. Acceleration is defined as the rate of change of an object's velocity. 3. False
3. A car moving at a constant speed on a straight road is accelerating. 4. False
4. Non-uniform acceleration is characterized by a constant change in velocity 5. False
over equal time intervals.
5. An example of uniform acceleration is a roller coaster that speeds up and C. Note: If there is enough time,
slows down throughout the ride. give all three problems to your
students. But if the time is
C. Problem-solving. Solve the following problems on acceleration. Show your limited, choose two out of the
complete solution with the correct units. (5 pts. Each) three problems.
Note: Round off your answers to two decimal places.

1. What is the car’s acceleration if its speed Given: Formula:

changes from 0 m/s to 60 m/s in 6 seconds? Required: Solution:

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 2. A cyclist accelerates at a rate of 7 m/s2. Given: Formula: 1. Given: Formula:
How long will it take the cyclist to reach a Required: Solution: vi = 0 m/s v f −vi
speed of 18 m/s from 0 m/s? vf = 60 m/s a=
3. A motorcycle traveling at 25 m/s Given: Formula: t=6s t
Solution:
accelerates at a rate of 8 m/s2 in 5 seconds. Required: Solution:
What is the final speed of the motorcycle? 60 m/s
a=
Required: a
Rubric: =? a = 10m/s2
Correct given values, unknown, and formula to use are
Excellent (4) identified; Correct and complete solution is shown; Correct final 2. Given: Formula:
answer is given. (5 points) vi = 0 m/s v f −v i
Given values, unknown, and formula to use are identified but one vf = 18 m/s t=
Proficient (3) of these is incorrect; Correct and complete solution is shown; a = 7 m/s2 a
Correct final answer is given. (4 points) Solution:
Satisfactory
Incomplete given values, unknown, and formula to use are 18 m/s
identified; Correct solution is shown; Correct final answer is t=
(2)
given; Some units are lacking or incorrect. (3 points) Required: t
7m
t = 2.57 s
Incomplete given values, unknown, and formula to use are =?
Developing
identified; Incorrect solution is shown; Incorrect final answer is
(1)
given; Some units are lacking or incorrect. (2 points)
Beginning (0) No attempt to answer (0 points) 3. Given: Formula:
vi = 25 m/s v f =v i + at
a = 8 m/s2
t=5s Solution:
Vf = 25 m/s +
Required: vf (8m/s2 x 5s)
=? Vf = 25 m/s +
40 m/s
Vf = 65 m/s

B. Teacher’s Note observations on The teacher may take note some

Remarks any of the following Effective Practices Problems Encountered observations related to the
areas: effective practices and problems
encountered after utilizing the
strategies explored different strategies, materials
used, learner engagement and
other related stuffs. They may
also suggest ways to improve the
materials used

14
 learner engagement/ different activities explored/
interaction lesson exemplar.

others

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection ▪ principles behind the teaching lesson conducted/ facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for the
▪ students LAC sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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